The Common Core State Standards in Mathematics

1. The Common Core State Standards in Mathematics William McCallum The University of Arizona September 22, 2012

3. Why a Common Core? • 50 states • 16,000 school districts

4. Why a Common Core? • 50 states • 16,000 school districts There is no one at the helm of mathematics and science education in the U.S…. No single coherent vision of how to educate today’s children dominates U.S. educational practice…. These splintered visions produce unfocused curricula and textbooks… [that] emphasize familiarity with many topics rather than concentrated attention to a few…. Our curricula, textbooks, and teaching are all “a mile wide and an inch deep.” -Schmidt, 1997

5. Grade Level Where Different States Introduce Addition and Subtraction of Fractions

6. Sources for the Common Core • Standards of other countries and states • Mathematics education research • The structure of the subject • National reports • Commissioned research reviews and progressions • Opinions of many groups and people

7. Structure of the Common Core • Content standards by grade band K-8 • Content standards by “conceptual category” in HS • Standards for mathematical practice woven throughout

8. Structure of the Common Core • Content standards by grade band K-8 • Each grade band has standards organized into a small number of domains

9. Structure of the Common Core • Each domain has standards organized into a small number of clusters

10. Structure of the Common Core • Content standards by “conceptual category” in HS • Conceptual categories • Domains • Clusters • Standards

11. Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

12. Standards for Mathematical Practice • Not intended as free-floating proficiencies • Not uniformly applied over all the work that students do

13. Design Principles for the Common Core • Focus • Coherence • Rigor

14. Design Principles for the Common Core • Focus: attending to fewer topics in greater depth at any given grade level, giving teachers and students time to complete that grade's learning. • Coherence • Rigor

15. Taking Focus Seriously • For example: four out of the six domains in K-5 deal with numbers and operations. Many standards in the other domains support this focus.

16. The Payoff for Focus • Taking focus seriously means delaying favored topics until their time, which will be a difficult shift for the educational system in the U.S. • In high school, the subject matter focus broadens: algebra, functions, geometry, statistics, probability, modeling. • Focus in high school means not so much a small number of topics as a concentration of skills and practice into a small number of underlying principles.

17. Design Principles for the Common Core • Focus • Coherence: attending to the structure of mathematics and the natural pathways through that structure, where “natural” means taking into account both the imperatives of logic and the imperatives of cognitive development in designing the sequence of ideas. • Rigor

18. What is coherence? A Grecian Urn

19. Not this! A Grecian Urn Standards for a Grecian Urn

20. Breaking with the Tradition of “Equal Grain Size”

21. Coherence Flows from Focus

22. Design Principles for the Common Core • Focus • Coherence • Rigor: balancing conceptual understanding, procedural fluency, and meaningful applications of mathematics.

23. Conceptual Understanding • Understand and apply properties of operations and the relationship between addition and subtraction (Grade 2) • Understand concepts of area and relate area to multiplication and to addition (Grade 3) • Understand ratio concepts and use ratio reasoning to solve problems (Grade 6) • Understand congruence and similarity using physical models, transparencies, or geometry software (Grade 8) • Understand solving equations as a process of reasoning and explain the reasoning (High School) • Understand and evaluate random processes underlying statistical experiments (High School)

24. Procedural Fluency • Single digit addition facts (Grade 2) • Single digit multiplication facts (Grade 3) • Addition and subtraction within 1000 (Grade 3) • Addition and subtraction using standard algorithm (Grade 4) (Note that addition and subtraction starts in Grade 1) • Multiplication using standard algorithm (Grade 5) (Note that multiplication and division starts in Grade 3) • Division using standard algorithm (Grade 6) • All operations on decimals using standard algorithm (Grade 6) • Solving linear equations with rational coefficients (Grade 7)

25. Meaningful Applications of Mathematics • 7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. • SMP.4. Model with Mathematics

26. For More Background/Info on the CCSSM • The Common Core State Standards for Mathematicsat ICME 12, Seoul, Korea, July 2012 • My blog: “Tools for the Common Core Standards”http://commoncoretools.me/ • The Progressions Project for the CCSSM: http://commoncoretools.me/category/progressions/

27. Illustrativemathematics.org Illustrative Mathematics is a community of math teachers, mathematicians, and mathematics educators. We provide leadership and guidance by illustrating the range and types of quality mathematics that students experience in a faithful implementation of the Common Core State Standards. We publish tasks and tools that support implementation of the standards.

28. Goals of Illustrative Mathematics • Provide a resource for teachers implementing the CCSSM • Provide guidance to states, assessment consortia, testing companies, and curriculum developers • Create a discerning community of teachers, mathematics educators, and mathematicians who appreciate task writing as an art. Provide a forum for them to work together to develop and review tasks.

29. Who is involved in Illustrative Mathematics? • Funded by the Bill and Melinda Gates Foundation • Advisory board includes representatives of AMS, AMTE, ASA, ASSM, CCSSO, MAA, NCSM, NGA, NCTM, PARCC, Smarter Balance, etc. • There are currently now almost 8,000 registered users (teachers, math educators, mathematicians)

30. What is a Task? • A mathematical task is a problem or set of problems that focuses students’ attention on a particular mathematical idea (content standards) and/or provides an opportunity to develop or use a particular mathematical habit of mind (MPs) • Tasks can be used for teaching or assessment • The mathematical idea or habit of mind that a task is intending to develop or assess, along with its intended use, the purpose of the task

31. Characteristics of a Good Task • It has a well-defined purpose, and • It has a reasonable chance of fulfilling its purpose if used appropriately. • Defining the purpose of a task is a theoretical activity. Determining its efficacy is an empirical process.

32. 7.NS.1 Baking Bread A bread recipe calls for: • 2/3 cup milk • 1/4 cup water • 1 1/2 cups whole wheat flour • 1 cups all-purpose flour • Explain what the following sums mean, in the context of the recipe: • 2/3 + 1/4 • 1 1/2 + 1 • You want to combine all of the ingredients in a bowl. What is the minimum size (in cups) of the bowl that you need?

33. What Reviewers Had to Say • The task is problematic on several levels: • It is limited to addition of fractions, which is covered by content standards in earlier grades, and does not extend understandings to the rational numbers. • The question regarding bowl size is completely irrelevant. A person making bread must choose a bowl that not only holds all the ingredients, but leaves ample room to beat them in a dough ready to be kneaded.

34. Illustrative Mathematics Task Review Form Task criteria: Indicate whether the task meets each of the following criteria. • The task illustrates the specified standard, cluster, domain, or conceptual category. • The task’s purpose is clearly stated in the commentary and is likely to be fulfilled. • The task has at least one appropriate solution. • The mathematics is correct. • Any diagrams or pictures have a clear mathematical or pedagogical purpose, which they are likely to fulfill. • The context supports the purpose of the task. • The task appropriately addresses units and numerical precision. • The language is unambiguous and grade-appropriate.

35. G-SRT.B.5 Triangle Series (version 1) Find the total area of the black region given that the largest triangle in the diagram has area 1. Commentary: The purpose of this task is to use similarity criteria to solve a geometric problem.

36. The Future of Illustrative Mathematics • Vision: Thousands (tens of thousands?) of teachers, math educators, and mathematicians working together • Lesson plans, well-developed rubrics and samples of student work, videos of students and teachers (all carefully reviewed) • Workspaces so people can modify tasks for their own use, put tasks together to form lessons, units • “Badge” system so people can get recognition for their contributions and expertise

37. Illustrative Mathematics Create and account at the website Comment on existing tasks Review tasks in development http://illustrativemathematics.org/ Contact us: email@illustrativemathematics.org